The first day of school went well. Everything was so
new, and the children were all so friendly, that Julia
almost forgot she was afraid. On the way home, she
smiled and laughed as the children carried her.
Six months have now passed since Julia started
school. Although she began 2 months late, she is
already able to read and write letters and words as
well as most of her classmates. But drawing is what
she likes most. The other children often ask her to
draw pictures for them.
Julia has made many friends. The children in her
class who first looked at her as someone ‘special’,
have now accepted her as one of their group. They
include her in many games and activities, and treat
her as just another child.
Some problems have arisen. At first, carrying Julia
to and from school each day was fun. But after awhile,
many of the children got lazy and stopped helping.
This meant more work for those who were left.
The children got a new idea and asked their fathers
for help. One Sunday a group of about 15 men and
20 children worked on improving the steep path from
Julia’s house to the main walkway leading to school.
They made the curves wider so that the trail would be
less steep, removed all rocks, leveled the surface, and
pounded the dirt into a hard, smooth surface.
One of the children’s father had a small repair shop
in the village. Another was a carpenter. With the help
of their children, these 2 craftsmen made a simple
wheelchair out of an old chair, 2 casters, and some
bicycle wheels.
Julia was excited when she saw the wheelchair. Her
arms and hands were already strong, and with a little
practice she learned to wheel her new chair up the
long winding trail to the village.
“Now you can come and go to school on your
CHILD-to-child 441
own.” said Tomás. “How do you feel?”
“Free!” laughed Julia. “I feel like writing a
declaration of independence!” Then she thought a
moment and frowned. “I know I’m not completely
independent—but that’s all right. We all depend on
each other in some ways. And I guess that’s how it
should be!”
“It’s being equal that counts,” said Tomás. “It’s
knowing that you’re worth just as much as anybody
else. Nobody’s perfect!”
Things also began to go better at home. As Julia’s
self-respect grew, so did her parents’ appreciation
of her. Suddenly both Julia and her mother realized
that there were many things that Julia could do. She
began to help with preparing meals, washing clothes,
and taking care of her younger brother and sister.
She treated them more lovingly and never pinched
or made them cry (except, of course, when they
deserved it!).
Julia’s mother wondered how she had ever
managed to get along without Julia’s help. She
missed her during the long hours she was at school.
And when she realized she was going to have
another baby, she thought Julia would have to stop
going to school to help more at home.
Julia’s father shook his head. “No,” he said. “School
is more important for Julia than for any of our other
children —if she is going to learn skills to make
something of her life. And besides,” he reminded
his wife, “if we hadn’t sent her to school, she would
probably still be sitting outside in the dirt. It took the
schoolchildren to teach us what a wonderful little girl
we have.”
Julia’s mother smiled and nodded in agreement.
“You’re absolutely right,” she said. “The school-
children... and especially that wise little boy, Tomás!”
disabled village children